Fernando Núñez-Regueiro
Biographic Data
| ID | 324302 |
|---|---|
| NAME | Fernando Núñez-Regueiro |
| GIVEN NAMES | Fernando |
| FAMILY NAME | Núñez-Regueiro |
| SIGNATURE | NÚÑEZ-REGUEIRO F |
| AFFILIATIONS | Université Grenoble Alpes |
| ORCID | 0000-0003-4784-2021 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
On Model Interpretability and Time-Reversal Testing in Analyses of Reciprocal Effects: Clarifying Modeling Issues in Sorjonen et al.’s (2025a, 2025b) Commentaries
Núñez-Regueiro et al. (2025) recently demonstrated that the alternative models used by Sorjonen et al. (2025a) to reject the reciprocal effects model (REM) contained misspecifications that, when addressed, yielded results consistent with the REM. In a reply to our critique, Sorjonen et al. (2025b) defended their original models as valid modeling approaches. They further proposed time-reversal tests, which they interpreted as contradicting the REM…
I Feel Competent, Therefore I Am: Self-concept and Skill Interact at Different Speeds
Do perceptions about one’s competence shape learning, or are they simply reflections of actual skills? This study revisits this longstanding question by replicating and extending preliminary findings by Marsh et al. (2024) on the temporal dynamics linking students’ academic self-concept (i.e., their perceived academic competence) and their academic skills. Using longitudinal data from a large-scale field study (N > 9000 students, 3 measurement po…
Adolescent well-being and school engagement as a function of teacher and peer relatedness: The more (relatedness) is not always the merrier
International audience
The teaching motivation paradox: A systematic review and content analysis of candidate teachers’ motivations across cultures and time
How Needs-Supplies Fit Processes With Teachers, Peers, and Parents Relate to Youth Outcomes: A Theoretical and Methodological Extension of Self-Determination Theory
Does motivation lead to academic success, or conversely? Reciprocal relations between autonomous and controlled motivation, and mathematics achievement
BACKGROUND: While it's clear that autonomous motivation significantly boosts academic success, there are conflicting findings regarding the opposite relation. Besides, the reciprocal relations among controlled motivation and achievement present mixed results. Adequately distinguishing between variations among individuals and within individuals results key to acknowledge such relations. AIM: This longitudinal study examines the reciprocal relation…
Does need satisfaction reflect positive needs-supplies fit or misfit? A new look at autonomy-supportive contexts using cubic response surface analysis
“Motivated To Teach, but Stressed Out by Teacher Education”: A Content Analysis of Self-Reported Sources of Stress and Motivation Among Preservice Teachers
Strong evidence exists for the high vocational calling reported by candidate teachers, but also for the high rates of attrition early in the profession. Current approaches often explain this paradox by the stress associated with first teaching experiences (i.e., vocational stress processes). By contrast, the present study focuses on the stress experienced during teacher education (i.e., academic stress processes), by analyzing the sources of stre…
Évaluer l'action éducative des lycées à travers les Ival: Quand Le ' Bruit ' S'immisce Dans l'Administration De La Preuve
Chaque année, le ministère de l'Éducation nationale publie des indicateurs de valeur ajoutée des lycées (IVAL) visant à mesurer l'efficacité des actions éducatives. Conçus comme outils de pilotage fiables, ces IVAL jouent un rôle décisionnel important dans le travail des équipes éducatives. Pourtant, les IVAL sont limités par la non-prise en compte d'une erreur d'échantillonnage qui confond l'action des lycées avec du ' bruit ' statistique ( i.e.…
Identifying reciprocities in school motivation research: A review of issues and solutions associated with cross-lagged effects models
Part of the evidence used to corroborate school motivation theories relies on modeling methods that estimate cross-lagged effects between constructs, that is, reciprocal effects from one occasion to another. Yet, the reliability of cross-lagged models rests on the assumption that students do not differ in their trajectories of growth over time (e.g., no high- or low-achievers). The present review explains why deviations from this assumption produ…
School Engagement in Times of Confinement: A Stress Process Approach
Identifying Salient Stressors of Adolescence: A Systematic Review and Content Analysis
Le décrochage scolaire comme processus de stress: Des Profils Hétérogènes Sous Forme D’ennui Et De Surmenage
Cet article théorique propose un modèle de décrochage scolaire fondé sur le processus de stress qui explique l’hétérogénéité des profils de décrochage. Une première partie présente la théorie du stress individuel. Une deuxième partie construit un modèle de stress-décrochage qui se structure autour des contraintes des besoins psychologiques de l’élève et des demandes scolaires. Dans une troisième partie, il est montré que ce modèle explique une di…
How Needs-Supplies Fit Processes With Teachers, Peers, and Parents Relate to Youth Outcomes: A Theoretical and Methodological Extension of Self-Determination Theory
School Engagement in Times of Confinement: A Stress Process Approach
Le décrochage scolaire comme processus de stress: Des Profils Hétérogènes Sous Forme D’ennui Et De Surmenage
Cet article théorique propose un modèle de décrochage scolaire fondé sur le processus de stress qui explique l’hétérogénéité des profils de décrochage. Une première partie présente la théorie du stress individuel. Une deuxième partie construit un modèle de stress-décrochage qui se structure autour des contraintes des besoins psychologiques de l’élève et des demandes scolaires. Dans une troisième partie, il est montré que ce modèle explique une di…
Le décrochage scolaire comme processus de stress: Des Profils Hétérogènes Sous Forme D’ennui Et De Surmenage
Cet article théorique propose un modèle de décrochage scolaire fondé sur le processus de stress qui explique l’hétérogénéité des profils de décrochage. Une première partie présente la théorie du stress individuel. Une deuxième partie construit un modèle de stress-décrochage qui se structure autour des contraintes des besoins psychologiques de l’élève et des demandes scolaires. Dans une troisième partie, il est montré que ce modèle explique une di…
Identifying Salient Stressors of Adolescence: A Systematic Review and Content Analysis
Identifying reciprocities in school motivation research: A review of issues and solutions associated with cross-lagged effects models
Part of the evidence used to corroborate school motivation theories relies on modeling methods that estimate cross-lagged effects between constructs, that is, reciprocal effects from one occasion to another. Yet, the reliability of cross-lagged models rests on the assumption that students do not differ in their trajectories of growth over time (e.g., no high- or low-achievers). The present review explains why deviations from this assumption produ…
School Engagement in Times of Confinement: A Stress Process Approach
Évaluer l'action éducative des lycées à travers les Ival: Quand Le ' Bruit ' S'immisce Dans l'Administration De La Preuve
Chaque année, le ministère de l'Éducation nationale publie des indicateurs de valeur ajoutée des lycées (IVAL) visant à mesurer l'efficacité des actions éducatives. Conçus comme outils de pilotage fiables, ces IVAL jouent un rôle décisionnel important dans le travail des équipes éducatives. Pourtant, les IVAL sont limités par la non-prise en compte d'une erreur d'échantillonnage qui confond l'action des lycées avec du ' bruit ' statistique ( i.e.…
“Motivated To Teach, but Stressed Out by Teacher Education”: A Content Analysis of Self-Reported Sources of Stress and Motivation Among Preservice Teachers
Strong evidence exists for the high vocational calling reported by candidate teachers, but also for the high rates of attrition early in the profession. Current approaches often explain this paradox by the stress associated with first teaching experiences (i.e., vocational stress processes). By contrast, the present study focuses on the stress experienced during teacher education (i.e., academic stress processes), by analyzing the sources of stre…
Adolescent well-being and school engagement as a function of teacher and peer relatedness: The more (relatedness) is not always the merrier
International audience
The teaching motivation paradox: A systematic review and content analysis of candidate teachers’ motivations across cultures and time
How Needs-Supplies Fit Processes With Teachers, Peers, and Parents Relate to Youth Outcomes: A Theoretical and Methodological Extension of Self-Determination Theory
Does motivation lead to academic success, or conversely? Reciprocal relations between autonomous and controlled motivation, and mathematics achievement
BACKGROUND: While it's clear that autonomous motivation significantly boosts academic success, there are conflicting findings regarding the opposite relation. Besides, the reciprocal relations among controlled motivation and achievement present mixed results. Adequately distinguishing between variations among individuals and within individuals results key to acknowledge such relations. AIM: This longitudinal study examines the reciprocal relation…
Does need satisfaction reflect positive needs-supplies fit or misfit? A new look at autonomy-supportive contexts using cubic response surface analysis
On Model Interpretability and Time-Reversal Testing in Analyses of Reciprocal Effects: Clarifying Modeling Issues in Sorjonen et al.’s (2025a, 2025b) Commentaries
Núñez-Regueiro et al. (2025) recently demonstrated that the alternative models used by Sorjonen et al. (2025a) to reject the reciprocal effects model (REM) contained misspecifications that, when addressed, yielded results consistent with the REM. In a reply to our critique, Sorjonen et al. (2025b) defended their original models as valid modeling approaches. They further proposed time-reversal tests, which they interpreted as contradicting the REM…
I Feel Competent, Therefore I Am: Self-concept and Skill Interact at Different Speeds
Do perceptions about one’s competence shape learning, or are they simply reflections of actual skills? This study revisits this longstanding question by replicating and extending preliminary findings by Marsh et al. (2024) on the temporal dynamics linking students’ academic self-concept (i.e., their perceived academic competence) and their academic skills. Using longitudinal data from a large-scale field study (N > 9000 students, 3 measurement po…
Psychology (7 works) · Mathematics education (5 works) · Social Psychology (5 works) · Motivation and Self-Concept in Sports (4 works) · Developmental psychology (3 works) · Early Childhood Education and Development (3 works) · Reciprocal (3 works) · Academic achievement (2 works) · Autonomy (2 works) · Computer Science (2 works)